Age, imagery, and practice in paired-associate learning

Elder and college-aged subjects performed a series of paired-associate tasks designed to investigate age differences in the use of mnemonic imagery as a strategy in verbal learning. Subjects were tested on three occasions at two-week intervals. Two ten-pair lists of concrete-noun paired associates w...

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Bibliographic Details
Published in:Experimental aging research 1981-01, Vol.7 (3), p.337-342
Main Authors: Treat, Nancy J., Poon, Leonard W., Fozard, James L.
Format: Article
Language:English
Subjects:
Adolescent
Adult
Aged
Aging
Association Learning
Female
Humans
Imagination
Learning
Male
Middle Aged
Practice (Psychology)
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Summary:Elder and college-aged subjects performed a series of paired-associate tasks designed to investigate age differences in the use of mnemonic imagery as a strategy in verbal learning. Subjects were tested on three occasions at two-week intervals. Two ten-pair lists of concrete-noun paired associates were learned at each session. Standard (no-imagery), self-generated, and experimenter-provided imagery instructions were used. Results indicated that imagery instructions are quite beneficial for elders in the short run. However, elders tended not to use the strategy effectively after a two-week interval unless reminded to do so. Results also indicated that elders were capable of generating useful learning strategies on their own when given sufficient experience with the task.
ISSN:0361-073X
1096-4657
DOI:10.1080/03610738108259814